Welcome to the Baker Inquiry Project:How do we know what children know?2010-2011 and 2011-2012
Template for inquiry updates:
Inquiry Group Update
Date: March 8, 2012
Names: Lisa Kampwirth and Tracy Aiden
Primary contact person: Both
Statement summarizing focus: Peer observations as a tool for teacher growth, collaboration, team building and reflections on how to better serve and assess children.
Where are you individually? We have both started to do observations of other teacher's classrooms.
Where are you as a group? We have begun to research other people who are doing similar inquiries as ours. We plan to start to videotape classrooms next week.
Possibilities for April symposium contribution: Poster session, presentation, workshop, panel, discussion facilitator, show video of classroom/discussion, ask students to participate in panel, show artifacts from class, lead activity. These are some ideas, but remember that there are many other possibilities. Feel free to think outside the box!
Where are you going individually? (Please include initial idea for the symposium in April):
We are both researching ways to inspire other staff members to embrace peer observation.
Where are you going as a group? (Please include initial idea for the symposium in April):
We are working towards using the knowledge we have gained through direct observation, conversations and research to figure out how to include our colleagues in our project.
Inquiry Groups' Summaries
1) Communication and Progress Reporting Tyler Leach, Jon Bingaman, Alex Haines, Gretchen Miller, Mike Gnutek To optimize communication with and between parents, students, teachers, and advisors, these teachers expanded upon the narrative Progress Reports already in place by creating and implementing an Academic Update form that conveys information about student successes and challenges succinctly and in a timely manner. It is being used throughout the Middle School (including specials classes).
2) Making Art Together Based on Student Interest Dana O’Brien, Lizanne Wilson, Diana Gokce These teachers documented their journey from an idea generated by children in the classroom to performance of an original musical play based on the Demeter and Persephone harvest myth. Concurrently, the myth was a focus in the classroom. Project assessment was multifaceted and emphasized the perspective of students in the framework of Baker’s mission. The information gleaned will inform further projects of a similar nature.
3) Literature-Based Discussion groups – What Children Gain and How Jen Levy, Lauren Thomas Beginning with a review of current research related to the topic and surveys from Baker colleagues, teachers embarked upon a two-year action research project based on documented classroom observation. This project will help teachers at Baker, and perhaps elsewhere, to optimize the benefits of Literature-Based discussion groups as a component of the Language Arts Curriculum, while providing additional assessment of Baker students.
4) How the Story box Assists Comprehension Jane Stenson (Lauren Thomas, Jen Levi) Inspired by a dissertation on use of the story box, Jane began collecting data on student use of the story box to visualize stories in kindergarten through grade three and in the Middle School, where the students were the storytellers with younger children. She used video and audio taping to document such storytelling. Interviews that offer teacher perceptions of the story box as a literacy tool will further inform this research.
5) Developing Meta-Cognition in Students Juli Ross, Aya Borchers, Emily Leininger, Peggy Young, Tom Beck, Eunice [?] The book Habits of Mind provided a common point of departure for teachers to examine meta-cognition by students at Baker: how it is planned for, elicited, documented, and evaluated, and what it can do for a community of learners. Teachers are examining Progress Reports across all grades and curricular areas for evidence of meta-cognition using categories from Habits of Mind. They plan to engage others to observe and evaluate meta-cognition in their Baker classrooms.
6) Shared Teacher Reflection Kerah Sandler, Kim Johns, Tracy Aiden, Patrick Dunafin,, Karrie Fisher Teachers in this group shared articles they had read and reflected on the articles as related to their teaching. One reflection focused on teaching about diversity in a meaningful and consistent way within this homogeneous population. Another reflection led a teacher to examine the subjective nature of assessment and to look for better assessment tools. A third emphasized the importance of checking in with students as they learn. A fourth focused on teaching stressors: losing touch with ones self and not having time for reflection. Group members will read and discuss as much as they can of The Courage to Teach by Parker J. Palmer.
7) Technology as an Assessment Tool Megan Cawley, Becky Crawford, Kim Cripe, and Kate Anderson This group is interested in electronic student portfolios as a way to provide evidence of learning not otherwise available, and to motivate students. They began with a survey of technology use at Baker that showed 15 teacher respondents using similar forms of technology (Word, PowerPoint, Wiki, etc.) These forms may have uses teachers have not imagined (additional responses and another survey may be needed) but there are also additional technology-based assessments tools available. The group will begin with a model portfolio using the Wiki, but will also examine other options for electronic portfolios and explore grant opportunities to finance these.
8) Documenting Children’s Thinking in Pre-K through Second Grade Liz Barlock, Merle Scharmann, Stacy Buehler, Melissa Makagon These teachers have shared and will continue to explore a variety of ways to document children’s thinking: through dictation in a PreK classroom, using the Visible Thinking Model and Reggio-style panel documentation in Kindergarten and 2nd grade, and using a Vlog or videos of children in grade 1, where Voice Tread is also being used with kids to review work digitally. Teachers noted that it was important that all experiences were authentic so students felt connected to the topics and took ownership.
9) Valuing Collective Knowledge: Tracy Aiden and Lisa Kampwirth. How do you use your colleagues as a resource? Although we all value the collective knowledge of our colleagues, it can be difficult to find ways to exchange ideas, questions and teaching challenges with each other without feeling like we are being evaluated. Initially, we wanted to improve upon our collaborative working relationship, through peer observations and knowledge sharing during our team meetings. We wanted to create a safe atmosphere where team camaraderie could be built based on our mutual appreciation for the work of our colleagues. We will discuss how it has worked for us so far, as well as what the research shows typically occurs when the peer observation model is used.
and
2011-2012
Template for inquiry updates:
Inquiry Group UpdateDate: March 8, 2012
Names: Lisa Kampwirth and Tracy Aiden
Primary contact person: Both
Statement summarizing focus: Peer observations as a tool for teacher growth, collaboration, team building and reflections on how to better serve and assess children.
Where are you individually? We have both started to do observations of other teacher's classrooms.
Where are you as a group? We have begun to research other people who are doing similar inquiries as ours. We plan to start to videotape classrooms next week.
Possibilities for April symposium contribution: Poster session, presentation, workshop, panel, discussion facilitator, show video of classroom/discussion, ask students to participate in panel, show artifacts from class, lead activity. These are some ideas, but remember that there are many other possibilities. Feel free to think outside the box!
Where are you going individually? (Please include initial idea for the symposium in April):
We are both researching ways to inspire other staff members to embrace peer observation.
Where are you going as a group? (Please include initial idea for the symposium in April):
We are working towards using the knowledge we have gained through direct observation, conversations and research to figure out how to include our colleagues in our project.
Inquiry Groups' Summaries
1) Communication and Progress Reporting Tyler Leach, Jon Bingaman, Alex Haines, Gretchen Miller, Mike Gnutek To optimize communication with and between parents, students, teachers, and advisors, these teachers expanded upon the narrative Progress Reports already in place by creating and implementing an Academic Update form that conveys information about student successes and challenges succinctly and in a timely manner. It is being used throughout the Middle School (including specials classes).
2) Making Art Together Based on Student Interest Dana O’Brien, Lizanne Wilson, Diana Gokce These teachers documented their journey from an idea generated by children in the classroom to performance of an original musical play based on the Demeter and Persephone harvest myth. Concurrently, the myth was a focus in the classroom. Project assessment was multifaceted and emphasized the perspective of students in the framework of Baker’s mission. The information gleaned will inform further projects of a similar nature.
3) Literature-Based Discussion groups – What Children Gain and How Jen Levy, Lauren Thomas Beginning with a review of current research related to the topic and surveys from Baker colleagues, teachers embarked upon a two-year action research project based on documented classroom observation. This project will help teachers at Baker, and perhaps elsewhere, to optimize the benefits of Literature-Based discussion groups as a component of the Language Arts Curriculum, while providing additional assessment of Baker students.
4) How the Story box Assists Comprehension Jane Stenson (Lauren Thomas, Jen Levi) Inspired by a dissertation on use of the story box, Jane began collecting data on student use of the story box to visualize stories in kindergarten through grade three and in the Middle School, where the students were the storytellers with younger children. She used video and audio taping to document such storytelling. Interviews that offer teacher perceptions of the story box as a literacy tool will further inform this research.
5) Developing Meta-Cognition in Students Juli Ross, Aya Borchers, Emily Leininger, Peggy Young, Tom Beck, Eunice [?] The book Habits of Mind provided a common point of departure for teachers to examine meta-cognition by students at Baker: how it is planned for, elicited, documented, and evaluated, and what it can do for a community of learners. Teachers are examining Progress Reports across all grades and curricular areas for evidence of meta-cognition using categories from Habits of Mind. They plan to engage others to observe and evaluate meta-cognition in their Baker classrooms.
6) Shared Teacher Reflection Kerah Sandler, Kim Johns, Tracy Aiden, Patrick Dunafin,, Karrie Fisher Teachers in this group shared articles they had read and reflected on the articles as related to their teaching. One reflection focused on teaching about diversity in a meaningful and consistent way within this homogeneous population. Another reflection led a teacher to examine the subjective nature of assessment and to look for better assessment tools. A third emphasized the importance of checking in with students as they learn. A fourth focused on teaching stressors: losing touch with ones self and not having time for reflection. Group members will read and discuss as much as they can of The Courage to Teach by Parker J. Palmer.
7) Technology as an Assessment Tool Megan Cawley, Becky Crawford, Kim Cripe, and Kate Anderson This group is interested in electronic student portfolios as a way to provide evidence of learning not otherwise available, and to motivate students. They began with a survey of technology use at Baker that showed 15 teacher respondents using similar forms of technology (Word, PowerPoint, Wiki, etc.) These forms may have uses teachers have not imagined (additional responses and another survey may be needed) but there are also additional technology-based assessments tools available. The group will begin with a model portfolio using the Wiki, but will also examine other options for electronic portfolios and explore grant opportunities to finance these.
8) Documenting Children’s Thinking in Pre-K through Second Grade Liz Barlock, Merle Scharmann, Stacy Buehler, Melissa Makagon These teachers have shared and will continue to explore a variety of ways to document children’s thinking: through dictation in a PreK classroom, using the Visible Thinking Model and Reggio-style panel documentation in Kindergarten and 2nd grade, and using a Vlog or videos of children in grade 1, where Voice Tread is also being used with kids to review work digitally. Teachers noted that it was important that all experiences were authentic so students felt connected to the topics and took ownership.
9) Valuing Collective Knowledge: Tracy Aiden and Lisa Kampwirth. How do you use your colleagues as a resource? Although we all value the collective knowledge of our colleagues, it can be difficult to find ways to exchange ideas, questions and teaching challenges with each other without feeling like we are being evaluated. Initially, we wanted to improve upon our collaborative working relationship, through peer observations and knowledge sharing during our team meetings. We wanted to create a safe atmosphere where team camaraderie could be built based on our mutual appreciation for the work of our colleagues. We will discuss how it has worked for us so far, as well as what the research shows typically occurs when the peer observation model is used.